Danish School of Education

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 Danish School of Education About the school Organisation Department of Educational theory and curriculum studies, General education and Philosophy of education

Department of
Educational Theory and Curriculum Studies, Educational Philosophy, and General Education

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built around the Master's degree programmes in Educational Theory and Curriculum Studies - danish, - mathematics, - material culture and - music education; ICT-based educational design; General education; and Educational philosophy. The department's researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Research units

Publications

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Schilhab, T. (2018, Sept 29). Den umenneskelige lærer. https://www.folkeskolen.dk/643441/den-umenneskelige-laerer
Schilhab, T. (2018). Børn mangler virkelig natur. Aktuel Naturvidenskab, (5), 2.
Schilhab, T. & Esbensen, G. L. (2019). Socio-cultural influences on situated cognition in nature. Frontiers in Psychology, 10(APR), Article 980. https://doi.org/10.3389/fpsyg.2019.00980
Schilhab, T. (2019). Hjerne og pædagogik. Barnehagefolk.
Schilhab, T. & Esbensen, G. L. (2021). Outdoor learning with apps in Danish open education. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for Online Learning Contexts: Digital, Mobile and Open (pp. 99-113). Springer. https://doi.org/10.1007/978-3-030-67349-9, https://doi.org/10.1007/978-3-030-67349-9_8
Schilhab, T., Esbensen, G. L. & Nielsen, J. V. (2020). Børn og unges brug af teknologi til naturoplevelser: Statusrapport for del 1 af forskningsprojektet Naturlig Teknik. Center for Børn og Natur.
Schilhab, T. (2020). An embodied perspective on the use of digital technologies in nature. Abstract from Speaking Bodies, Romania.
Schilhab, T., Balling, G. & Kuzmčová, A. (2020). La disminución de la materialidad en el tránsito de la lectura impresa a la lectura en pantalla. In Lectura en papel vs. lectura en pantalla (pp. 106-127). Cerlalc. https://static-curis.ku.dk/portal/files/240245978/Cerlalc_Publicaciones_Dosier_Pantalla_vs_Papel_042020.pdf
Schilhab, T. (2020). Forord. In J. Bærenholdt & M. Hald (Eds.), Udeskole i teori og praksis (pp. 5-14). Dafolo.
Schilhab, T. (2020). Forord. In Pædagogik og hjernen: en introduktion til fagområdet pædagogisk neurovidenskab Hogrefe Verlag.
Schilhab, T., Balling, G. & Kuzmičová, A. (2020). Decreasing materiality from print to screen reading. In Å. Hegdal (Ed.), Paper and digital: current research into the effectiveness of learning materials (pp. 45-57). International Publishers Association.
Schilhab, T. & Walker, S. (Eds.) (2020). Materiality of reading. Aarhus Universitetsforlag.
Schilhab, T. (2021). Jæger/samler med smartteknologi – om naturoplevelser, læring og moderne teknologi. Turbulens. https://turbulens.net/jaeger-samler-med-smartteknologi-om-naturoplevelser-laering-og-moderne-teknologi/
Schilhab, T. (2021). Naturoplevelser i naturfagsundervisningen i grundskolen. Aarhus Universitetsforlag. Pædagogisk Indblik Vol. 10 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Naturoplevelser_i_naturfag/10_-_Naturoplevelser_i_naturfagsundervisning_i_grundskolen_-_24-03-2021.pdf
Schilhab, T. (2021). Nature experiences in science education in school: Review Featuring Learning Gains, Investments, and Costs in View of Embodied Cognition. Frontiers in Education, 6, Article 739408. https://doi.org/10.3389/feduc.2021.739408
Schilhab, T., Esbensen, G. L. & Crety, C. R. (2022). Fire-I tilgangen: en embodied cognition teori om læring . In J. Bjerre & P. Fibæk Laursen (Eds.), Pædagogikhåndbogen (pp. 305-326). Hans Reitzels Forlag.
Schilhab, T., Esbensen, G. L. & Crety, C. R. (2021). Den gode Naturapp: - vejen fra udvikleride til vellykket produkt.
Schilhab, T. & Groth, C. (Eds.) (2024). Embodied Learning and Teaching using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices. In Routledge Routledge. https://doi.org/10.4324/9781003341604
Schilhab, T. (2024). How nature-like artworks induce perceptual processes benefitting education in general and science education in particular. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 136-146). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-19
Schilhab, T., Balling, G. & Esbensen, G. L. (2024). Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 25-33). Routledge. https://doi.org/10.4324/9781003341604-5
Schilhab, T. (2023). Naturdigte. Dansklærerforeningen.
Schilhab, T. (2023). Naturdigte: Lærervejledning. Dansklærerforeningen.
Schilhab, T. (2023). Evaluering af CC Studios formidlings- og fritidsaktiviteter i forbindelse med Light & Space udstillingen.
Schilhab, T. & Groth, C. (2024). Preface. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. xv). Taylor and Francis Group.
Schilhab, T. & Groth, C. (2024). Introduction to the anthology. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 3-12). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-2
Schilhab, T., Esbensen, G. L., Levratto, V. & Suminas, A. (2023). Phone use, offline neglect, and reachability: a qualitative study in Denmark, Lithuania, and Spain. . Postmodernism problems, 13(2), 118-147. https://www.ceeol.com/search/article-detail?id=1170691
Schilhab, T. & Esbensen, G. L. (2024). Vilde dyr forbinder os med naturen: om ærefrygt og økopædagogik. Psyke & Logos, 44(2), 109-130. https://doi.org/10.7146/pl.v44i2.151595
Schilhab, T. (2025). Refleksion og tavs viden i lyset af Embodied Cognition. Kognition & Pædagogik, 35.
Schilhab, T. & Esbensen, G. L. (2025). Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness. Frontiers in Psychology, 16, Article 1523831. https://doi.org/10.3389/fpsyg.2025.1523831
Schilhab, T. (2016). Homo concretus: How social interaction cultivates direct experiences into abstract thought. DPU, Aarhus Universitet.
Sayed, T., Malan, H., Fourie, E. & Knoop, H. H. (Ed.) (2024). Exploring the associations between resilience and psychological well-being among South Africans during COVID-19. Frontiers in Psychology, 15, Article 1323466. https://doi.org/10.3389/fpsyg.2024.1323466
Sattrup, L. & Knudsen, L. E. D. (2024). Teaching with tolerance: Students’ surprisingly positive participation in an out-of-school learning environment. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 186-201). Routledge. https://doi.org/10.4324/9781003407775-16
Sattrup, L. & Knudsen, L. E. D. (2024). Out of the Museum Into the Art. In A. Sinner, P. Osler & B. White (Eds.), Propositions for Museum Education: International Art Educators in Conversation (pp. 207-220). Intellect.
Sattrup, L. & Knudsen, L. E. D. (2024). Stedsans: Elevdeltagelse i eksterne læringsmiljøer. Unge Pædagoger, 2024(2), 67-76.
Sattrup, L. & Knudsen, L. E. D. (2025). Konsulent og skoleforsker: Husk de æstetiske dimensioner i fagfornyelsen. Skolemonitor.
Sattrup, L. & Knudsen, L. E. D. (2025). Æstetisk resonans som engagement: En undersøgelse af elevers engagement i naturen på et kunstmuseum. Tidsskrift for æstetik og pædagogik, 3(1), 39-55. https://tidsskrift.dk/taep/article/view/162083/203703
Sattrup, L. & Knudsen, L. E. D. (2022, Nov). Overraskende positiv deltagelse i eksterne læringsmiljøer. https://skoletjenesten.dk/overraskende-positiv-deltagelse-i-eksterne-laeringsmiljoeer
Sandvik, L. V., Emstad, A. B. & Fougt, S. (2020). Forberedelse til lærerprofesjonen: – partnerskap og relevans i lærerutdanningen. Acta Didactica Norden, 14(2). https://doi.org/10.5617/adno.7923
Sánchez Aguilar, M., Misfeldt, M., Jankvist, U. T. & Koichu, B. (2026). Implementation, Resistance and Change: the Latin American Connection. Implementation and Replication Studies in Mathematics Education. Advance online publication. https://doi.org/10.1163/26670127-00502011
Sánchez, M. & Blomhøj, M. (2010). The role of mathematics in politics as an issue for mathematics teaching. Philosophy of Mathematics Education Journal, (25). http://people.exeter.ac.uk/PErnest/pome25/The%20Role%20of%20Mathematics%20in%20Politics.pdf
Sallingboe, B. & Schmidt, L.-H. (2018). Åndehuller: Forord. In Naturen forkæler din hjerne: Om samskabelse og grøn trivsle i urbane miljøer (1 ed., Vol. 2). Gyldendal.
Rusmann, A. & Bundsgaard, J. (2019). Developing a test to measure design thinking. In L. Elbaek, G. Majgaard, A. Valente & S. Khalid (Eds.), Proceedings of the European Conference on Games-based Learning (pp. 587-595). Dechema e.V.. https://doi.org/10.34190/GBL.19.071
Rožman, M., Fraillon, J., Dexter, S., Bundsgaard, J. & Schulz, W. (2024). Contextual framework. In J. Fraillon & M. Rožman (Eds.), International Computer and Information Literacy Study 2023 Assessment Framework (pp. 53-66). The International Association for the Evaluation of Educational Achievement (IEA).
Rothuizen, J. J. (2015). På sporet af pædagogisk faglighed: pædagoguddannelsens deltagelse i det pædagogiske projekt. Institut for Uddannelse og Pædagogik, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/phdafhandlinger/JanJaapRothuizen_ph.d-afhandling.pdf
Rosendal Bang, L. (2018). Voksne kan også være bange: for bøger. Politiken, Sektion 2, 6.
Rosendal Bang, L. (2018). Is there a literary conversation in this class?. Poster session presented at Arle SIG ROLE 2018, research seminar, Hildesheim, Germany.
Rosendal Bang, L. (2018). Is there a literary conversation in this class?. Paper presented at PhD Course: Oracy and dialogue in education, Odense, Denmark.
Rosendal Bang, L. (2017). Paper til Metodiske og teoretiske indgange til literacy: et nordisk perspektiv. Paper presented at Ph.d.-kursus: Metodiske og teoretiske indgange til literacy - et nordisk perspektiv, Oslo, Norway.
Rosendal Bang, L. (2018). Is there a literary conversation in this class?. Abstract from Arle SIG ROLE 2018, research seminar, Hildesheim, Germany.
Rosendal Bang, L. (2020). Deltagelsesmuligheder i den litterære klassesamtale: hvad kan vi lære af Forfatterskolens kollektive læsninger? In C. Haas & C. Matthiesen (Eds.), Fagdidaktik og demokrati (pp. 233-256). Samfundslitteratur.

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Revised 16.04.2026
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Lisbeth Hartmann